Maddock, Andrew Keith

Inspection report for early years provision

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Unique reference number EY427862 Inspection date 04/10/2011 Inspector Ingrid Szczerban

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2011. He lives with his wife and child aged one year old in the Holmewood area of Bradford and works together with his wife who is also a registered childminder. The whole of the ground floor is used for childminding purposes. There is level access to the entrance and a secure garden is available for outdoor play. The family has two cats and fish.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. When working with another childminder at the above premises, they may care for a total of no more than 11 children under eight years, of these, not more than five may be in the early years age group and of these, not more than two may be under one year at any one time. The childminder currently has 11 children on roll who attend on a part-time basis, of these, seven are in the early years age range. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

Regular outings to groups and to parks are undertaken with the children and school drop offs and collections are part of the service. The childminder supports children who use English as an additional language and have special educational needs and/or disabilities.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The needs of children in the Early Years Foundation Stage are met well. Children take part in a wide range of activities and make good progress in their learning. Inclusive practice is promoted well on the whole and children are valued and respected as individuals. Partnerships with parents and other agencies are good. The childminder assesses his provision effectively. He identifies areas for improvement and demonstrates a good capacity to continuously improve.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further the experiences provided for children on a regular basis to reflect diversity, especially with regard to foods from around the world  develop further the methods used to support communication with children who use English as an additional language. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded well. All adults in the home have appropriate checks and the childminder has a clear understanding of how to report any safeguarding concerns he may have about children. He keeps a log of all visitors to the home. Detailed risk assessments are effectively implemented to ensure that children are kept from harm. For instance, the children wear high visibility vests on outings so the childminder can always see them. The childminder holds a current first aid certificate and seeks all required written consents from parents, such as prior permission to seek any necessary emergency medical treatment or advice. Meticulous records of accidents and medication are kept.

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the early years provision

The home is clean, warm and well-maintained and children use separate paper towels to prevent the risk of any cross-infections. A clear sickness policy is implemented. The quality of toys and resources and the storage systems are exemplary. The playroom, living room, conservatory and the garden are organised extremely effectively so that children are supremely autonomous and can reach everything safely and independently. For instance, in the garden there is level access from the impact absorbing surface to the lawn, so that babies are able to crawl freely and explore their environment. Eye-catching posters and children's free art work are prominently displayed, thereby, stimulating children's interest and giving them a good sense of belonging.

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the early years provision

There is good partnership working with parents. The childminder uses a variety of means to communicate with them, such as, daily discussions, newsletters and the children's profiles are freely accessible to the parents, so that learning is shared well between the settings. The childminder supports parents very well to meet children's special educational needs and/or disabilities. Links with teachers at the school where children attend are in place to compliment learning between the settings and, with parents consent, the childminder has access to the children's records.

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the early years provision

Good systems are in place to evaluate the service. Regular discussions with parents' and seeking their views and observations of the children are used to identify areas for improvement. In particular, the play opportunities for children in the garden are enhanced. The childminder has built a sand pit, attached chalk boards to the fence, made a raised fruit and vegetable plot, laid an impact absorbing surface near the house and securely fixed an adventure play facility for the children. These improvements make a significant impact on the children's learning outdoors. The childminder has also attended further training in the Early Years Foundation Stage since he was registered. He uses websites and childcare magazines to deepen his knowledge and understanding of good practice. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The children make good progress in their learning and development overall. Accurate observations and assessments are made by the childminder in the development records. These include what children are interested in, what they are learning and their individual next steps for progression. Parents add their own comments in summaries. They enter information about what their child is doing at home so that effective learning between the settings is achieved.

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and outcomes for children

Effective practices are employed to ensure that children learn how to keep themselves safe. For instance, on outings the childminder teaches children about road safety and stranger danger. Babies feel very safe in their environment as the childminder gives them cuddles and is most attentive to their needs. Children learn about sustainability and how to respect their environment. They re-cycle paper and are encouraged to help tidy away their toys.

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and outcomes for children

The children are happy and relaxed in their relationships with each other and with their childminder. He encourages them to develop self-care skills, such as brushing their teeth, washing hands and putting on coats. The children learn how to share and consider the needs of others both with the childminder and on visits to toddler groups.

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and outcomes for children

Communication is fostered well on the whole. The children talk to the childminder as they play and he reads books to them. The children learn to recognise their names because labelling is prevalent throughout the home, such as providing named table mats and coat hooks. Dual language and picture signage is featured too for children who use English as an additional language, but this does not prevent such children from sometimes struggling to communicate their wishes.

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and outcomes for children

Many outings are undertaken to help children to learn about the world around them. These include visits to farms where children experience milking a pretend cow and for nature walks. Festivals and occasions, such as birthdays, are celebrated, so children learn about each other and about different ways of life. The children try different foods in line with festivals but these are not included on a regular basis to develop further their appreciation of diversity. The childminder provides a healthy balanced diet for children, which includes fresh fruit each day. He nurtures their understanding of where food comes from very well because they plant, tend, pick and help to prepare fruit and vegetables from the garden.

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and outcomes for children

The children learn about numbers, counting and matching in everyday activities, such as counting bricks and posting shapes into boxes. They enjoy baking and help to count, weigh and measure all the ingredients. Outdoor play is a daily feature of the provision and active lifestyles are encouraged very well. In the childminder's garden, the children rise to the challenge of climbing up a latticed cargo rope and then turning on the top to make their way down a small climbing wall. They also enjoy using chalks boards on the fence to mark make and draw on. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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